Determining the features of a charter school that make classroom dynamics more or less effective than those in traditional public schools was the original micro-level focus of this research. Making policy recommendations for public school districts in relation with No Child Left Behind emerged as the macro-level focus. This dual focus is intended to increase educators' and policymakers' knowledge about school improvement models, especially in large urban systems.","abstract_html":"The charter school movement and the federal legislation No Child Left Behind (2001) have put a process in motion through which parents and students can opt out of the established public education system. This thesis is an in-depth study of one Pittsburgh charter school within the context of a critique of public education in American history. Empirical data was collected through a triangulated research design, which included interviews, surveys, field observations, and content analysis.</p><p> Determining the features of a charter school that make classroom dynamics more or less effective than those in traditional public schools was the original micro-level focus of this research. Making policy recommendations for public school districts in relation with No Child Left Behind emerged as the macro-level focus. This dual focus is intended to increase educators' and policymakers' knowledge about school improvement models, especially in large urban systems.","abstract_has_math":false,"creators":["Lyttle, Erin"],"institution":null,"degree_name":"MA","degree_level":"Immediate Access","degree_discipline":"Graduate Center for Social and Public Policy","degree_department":null,"school":null,"contributors":["Douglas Harper","Sharon Erickson Nepstad"],"advisors":[],"committee_chairs":[],"committee_members":[],"year":2004,"date_issued":"2004-01-01T08:00:00Z","date_published":"2004-01-01T08:00:00Z","updated_at":"2026-07-24T02:10:02Z","subjects":["charter schools","education policy","No Child Left Behind","public education"],"languages":["English"],"rights":[],"rights_urls":[],"identifier_entries":[]},"links":{"outbound_url":"https://dsc.duq.edu/etd/847","outbound_label":"Repository record","outbound_source":"dc:identifier"},"metadata_groups":[{"id":"people","label":"People","entries":[{"key":"dc:contributor","label":"Contributor","values":["Douglas Harper","Sharon Erickson Nepstad"]},{"key":"dc:creator","label":"Author","values":["Lyttle, Erin"]}]},{"id":"academic_context","label":"Academic Context","entries":[{"key":"dc:date.available","label":"Dc Date Available","values":["2018-08-03T07:00:00Z"]},{"key":"thesis:degree_discipline","label":"Discipline","values":["Graduate Center for Social and Public Policy"]},{"key":"thesis:degree_level","label":"Degree Level","values":["Immediate Access"]},{"key":"thesis:degree_name","label":"Degree Name","values":["MA"]}]},{"id":"subjects_keywords","label":"Subjects and Keywords","entries":[{"key":"dc:subject","label":"Dc Subject","values":["charter schools","education policy","No Child Left Behind","public education"]}]},{"id":"language_rights","label":"Language and Rights","entries":[{"key":"dc:language","label":"Dc Language","values":["English"]}]},{"id":"identifiers","label":"Identifiers","entries":[{"key":"dc:identifier","label":"Identifier","values":["https://dsc.duq.edu/etd/847"]}]},{"id":"additional","label":"Additional Metadata","entries":[{"key":"dc:description.abstract","label":"Abstract","values":["The charter school movement and the federal legislation No Child Left Behind (2001) have put a process in motion through which parents and students can opt out of the established public education system. This thesis is an in-depth study of one Pittsburgh charter school within the context of a critique of public education in American history. Empirical data was collected through a triangulated research design, which included interviews, surveys, field observations, and content analysis.
Determining the features of a charter school that make classroom dynamics more or less effective than those in traditional public schools was the original micro-level focus of this research. Making policy recommendations for public school districts in relation with No Child Left Behind emerged as the macro-level focus. This dual focus is intended to increase educators' and policymakers' knowledge about school improvement models, especially in large urban systems."]},{"key":"dc:title","label":"Title","values":["Measuring Educational Gains and Setting Consequences: Charter Schooling and the No Child Left Behind Policy"]}]}],"canonical_facts":{"dc:contributor":["Douglas Harper","Sharon Erickson Nepstad"],"dc:creator":["Lyttle, Erin"],"dc:date.available":["2018-08-03T07:00:00Z"],"dc:description.abstract":["The charter school movement and the federal legislation No Child Left Behind (2001) have put a process in motion through which parents and students can opt out of the established public education system. This thesis is an in-depth study of one Pittsburgh charter school within the context of a critique of public education in American history. Empirical data was collected through a triangulated research design, which included interviews, surveys, field observations, and content analysis.
Determining the features of a charter school that make classroom dynamics more or less effective than those in traditional public schools was the original micro-level focus of this research. Making policy recommendations for public school districts in relation with No Child Left Behind emerged as the macro-level focus. This dual focus is intended to increase educators' and policymakers' knowledge about school improvement models, especially in large urban systems."],"dc:identifier":["https://dsc.duq.edu/etd/847"],"dc:language":["English"],"dc:subject":["charter schools","education policy","No Child Left Behind","public education"],"dc:title":["Measuring Educational Gains and Setting Consequences: Charter Schooling and the No Child Left Behind Policy"],"thesis:degree_discipline":["Graduate Center for Social and Public Policy"],"thesis:degree_level":["Immediate Access"],"thesis:degree_name":["MA"]},"updated_at":"2026-07-24T02:10:02Z"}